Gurwick, N. P. & Krasny, M. E. (2001). Enhancing Student Understanding of Environmental Sciences Research [Electronic version]. The American Biology Teacher, 63(4)), 236-241, http://0-www.jstor.org.helin.uri.edu:80/stable
Noel P. Gurwick and Marianne E. Krasny present the importance of original student inquiry and research. They state that, “students who conduct research generally develop a better understanding of science concepts and processes than do students whose exposure has been limited to traditional classroom science teaching” (237). Aside from conducting research, students need to have a framework for discussing and reflecting on research related concepts in order to be aware of the nature of scientific research. The paper presents one model for an authentic student research project that was conducted during a summer enrichment program for high ability eleventh graders. The chosen project, the impact of non-indigenous worm species on decomposition in forest soils, involved both lab and field components, provided students with the freedom to make decisions in the research process, and utilized experiments that could be completed in a short time frame. Students wrote journals and participated in class discussions to motivate their thinking about decisions and provide context for their research. Field sampling, experimental design, and data analysis and interpretation helped students form a knowledge base for their research. Journal entries students wrote reflecting on what they learned throughout the research, indicated that they gained an appreciation for decision making, they were excited about the power and freedom they experienced, and they realized the importance of critical thinking. Students were also able to compare the advantages of field and lab work, define research questions and hypothesss, however, they experienced difficulty in designing valid research experiments and exploring data outside the obvious trends. This last point shows that it is important to build experimental design and data analysis structure into a semi-guided research project.
Reaction:
I thought this article was very interesting and it tied in nicely to the topics currently being discussed in class. The semi-guided research project is an excellent way to foster student inquiry. Conducting the research builds their knowledge base and allows them to apply prior knowledge on the scientific method and other research concepts. Participating in a project that has real world application and impact motivates students to learn and provides them with the need to know. This type of application, real world research, is all about what scientists do and couldn’t be more relevant in science education. Although it will require a great deal of planning effort to successfully pull off, providing students with the opportunity to participate and reflect upon each step of the research process will be extremely beneficial in their understanding of these concepts.
Enhancing Student Understanding of Environmental Sciences Research
Summary:
Noel P. Gurwick and Marianne E. Krasny present the importance of original student inquiry and research. They state that, “students who conduct research generally develop a better understanding of science concepts and processes than do students whose exposure has been limited to traditional classroom science teaching” (237). Aside from conducting research, students need to have a framework for discussing and reflecting on research related concepts in order to be aware of the nature of scientific research. The paper presents one model for an authentic student research project that was conducted during a summer enrichment program for high ability eleventh graders. The chosen project, the impact of non-indigenous worm species on decomposition in forest soils, involved both lab and field components, provided students with the freedom to make decisions in the research process, and utilized experiments that could be completed in a short time frame. Students wrote journals and participated in class discussions to motivate their thinking about decisions and provide context for their research. Field sampling, experimental design, and data analysis and interpretation helped students form a knowledge base for their research. Journal entries students wrote reflecting on what they learned throughout the research, indicated that they gained an appreciation for decision making, they were excited about the power and freedom they experienced, and they realized the importance of critical thinking. Students were also able to compare the advantages of field and lab work, define research questions and hypothesss, however, they experienced difficulty in designing valid research experiments and exploring data outside the obvious trends. This last point shows that it is important to build experimental design and data analysis structure into a semi-guided research project.Reaction:
I thought this article was very interesting and it tied in nicely to the topics currently being discussed in class. The semi-guided research project is an excellent way to foster student inquiry. Conducting the research builds their knowledge base and allows them to apply prior knowledge on the scientific method and other research concepts. Participating in a project that has real world application and impact motivates students to learn and provides them with the need to know. This type of application, real world research, is all about what scientists do and couldn’t be more relevant in science education. Although it will require a great deal of planning effort to successfully pull off, providing students with the opportunity to participate and reflect upon each step of the research process will be extremely beneficial in their understanding of these concepts.Lauren K.